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	<title>Sense of belonging &#8211; Dr Lynette Pretorius</title>
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	<title>Sense of belonging &#8211; Dr Lynette Pretorius</title>
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		<title>What does success really look like for an international PhD student?</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/success-international-phd-student/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/success-international-phd-student/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Thu, 21 May 2026 05:58:29 +0000</pubDate>
				<category><![CDATA[Autoethnography]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[Student Wellbeing]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Research supervision]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Stories]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Wellbeing]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=2137</guid>

					<description><![CDATA[Authors: Maxi (Huy-Hoang) Huynh and Lynette Pretorius. Note: We also acknowledge the other co-authors of our&#160;paper, as it was a truly collaborative project:&#160;Sandeep Khattri, Zhiheng Zhou, Redi Pudyanti, Abdul Qawi Noori, and Huizhen Nan. Doing a PhD is often seen as a journey of growth and achievement, but have you ever stopped to ask what<div class="more-link">
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		<title>Learning how academia really works: what doctoral students discover beyond the PhD handbook</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-academia-really-works/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-academia-really-works/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 08 Apr 2026 02:24:25 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[Student Wellbeing]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academia]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Inclusion]]></category>
		<category><![CDATA[Research supervision]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Wellbeing]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1850</guid>

					<description><![CDATA[Authors: Sandeep Khattri and Lynette Pretorius. Most doctoral students begin their PhD expecting to learn how to conduct research. They read the literature, design a study, collect and analyse data, and aim to contribute new knowledge to their field. On paper, the path to becoming a scholar appears relatively clear: map the literature, master the<div class="more-link">
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			</div>]]></description>
		
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		<title>Becoming a scholar together: why doctoral writing groups matter</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/why-doctoral-writing-groups-matter/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 27 Feb 2026 01:30:16 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academia]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Publishing]]></category>
		<category><![CDATA[Research supervision]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1803</guid>

					<description><![CDATA[Authors: Abdul Qawi Noori, Michael J. Henderson, and Lynette Pretorius. We often imagine doctoral writing as a solitary endeavour. The image of a PhD candidate working alone, a lone ‘genius’ wrestling with literature, writing drafts, chasing deadlines, and decoding reviewer comments, still dominates academic and public culture. When writing stalls or publications don’t succeed, we<div class="more-link">
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			</div>]]></description>
		
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		<title>Reclaiming our words: how generative AI helps multilingual scholars find their voice</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/reclaiming-our-words-genai/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/reclaiming-our-words-genai/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 25 Jun 2025 09:58:38 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[Autoethnography]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic integrity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Decolonisation]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Epistemic justice]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Inclusion]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Stories]]></category>
		<category><![CDATA[Ubuntu]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1430</guid>

					<description><![CDATA[Authors: Lynette Pretorius and Redi Pudyanti. Acknowledgement: This blog post extends our presentation at the Higher Education Research and Development Society of Australasia (HERDSA) Conference 2025. We acknowledge the other co-authors of our paper, as it was a truly collaborative project: Huy-Hoang Huynh, Ziqi Li, Abdul Qawi Noori, and Zhiheng Zhou. As the South African<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/reclaiming-our-words-genai/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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			<slash:comments>2</slash:comments>
		
		
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		<title>Whose story is it anyway? The transformative power of pseudonym choice</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/whose-story-is-it-anyway-the-transformative-power-of-pseudonym-choice/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/whose-story-is-it-anyway-the-transformative-power-of-pseudonym-choice/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 13 Jan 2025 06:23:20 +0000</pubDate>
				<category><![CDATA[Research Skills and Methods]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Decolonisation]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Epistemic justice]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Inclusion]]></category>
		<category><![CDATA[Intersectionality]]></category>
		<category><![CDATA[Research skills and methods]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Stories]]></category>
		<category><![CDATA[Subjectivity]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1086</guid>

					<description><![CDATA[Author: Lynette Pretorius and Sweta Vijaykumar Patel. As qualitative researchers, we’ve often used pseudonyms in our work to protect the identities of participants. It’s a standard practice and one that&#8217;s meant to safeguard confidentiality while ensuring their stories remain authentic. But recently, we conducted a study that made us pause and rethink how we approach<div class="more-link">
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			</div>]]></description>
		
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			<slash:comments>2</slash:comments>
		
		
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		<title>Psychological capital in the PhD</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/psychological-capital-in-the-phd/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/psychological-capital-in-the-phd/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Tue, 19 Nov 2024 08:17:35 +0000</pubDate>
				<category><![CDATA[Autoethnography]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[Student Wellbeing]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Mental health]]></category>
		<category><![CDATA[Reflection]]></category>
		<category><![CDATA[Research supervision]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Stories]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Subjectivity]]></category>
		<category><![CDATA[Wellbeing]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=1024</guid>

					<description><![CDATA[Author: Lynette Pretorius. Hi there! Have you ever wondered what it really takes to thrive during a PhD? For over a decade, I’ve worked closely with graduate students, helping them navigate the academic and emotional hurdles of this journey. Along the way, I’ve seen a lot—students overwhelmed by isolation, stress, and uncertainty. Many come to<div class="more-link">
				 <a href="https://www.lynettepretorius.com/the_scholars_way_blog/psychological-capital-in-the-phd/" class="theme-btn"><span>Continue Reading</span></a>
			</div>]]></description>
		
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		<title>The power of collaborative writing and peer feedback in doctoral writing groups</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/power-of-collaborative-peer-feedback/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 01 Jul 2024 23:25:45 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Publishing]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=769</guid>

					<description><![CDATA[Authors: Basil Cahusac de Caux and Lynette Pretorius. Have you ever wondered how doctoral students can navigate the challenging journey of academic writing? For many, the answer lies in the strength of community and the power of collaborative feedback. Our recent paper explores this very subject, examining how doctoral writing groups can transform the academic<div class="more-link">
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			</div>]]></description>
		
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		<title>Moving beyond binaries in research: weaving the tapestry of participants&#8217; experiences</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/moving-beyond-binaries-in-research-weaving-the-tapestry-of-participants-experiences/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/moving-beyond-binaries-in-research-weaving-the-tapestry-of-participants-experiences/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Sun, 10 Mar 2024 01:08:53 +0000</pubDate>
				<category><![CDATA[Research Skills and Methods]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Epistemic justice]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Inclusion]]></category>
		<category><![CDATA[Intersectionality]]></category>
		<category><![CDATA[Research skills and methods]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Stories]]></category>
		<category><![CDATA[Subjectivity]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=632</guid>

					<description><![CDATA[Author: Lynette Pretorius. In today’s data-driven world, there is a lot of talk about making decisions based on so-called objective data. For example, schools and universities use information about the mix of students and staff to shape how they teach and run things. Information such as age, where people live, how much schooling they have<div class="more-link">
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			</div>]]></description>
		
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		<title>Building a sense of belonging for students who do not live on campus</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/building-a-sense-of-belonging-for-students-who-do-not-live-on-campus/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/building-a-sense-of-belonging-for-students-who-do-not-live-on-campus/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 27 Oct 2023 02:00:33 +0000</pubDate>
				<category><![CDATA[Student Wellbeing]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Education for social justice]]></category>
		<category><![CDATA[Inclusion]]></category>
		<category><![CDATA[Intersectionality]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Wellbeing]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=443</guid>

					<description><![CDATA[Author: Lynette Pretorius. Students who do not live on campus and commute to university (often termed commuter students) can experience a sense of detachment from the university community, which can adversely affect their student experience. Juggling travel, studies, and other commitments means that these students can feel like they are visitors to their own campus.<div class="more-link">
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			</div>]]></description>
		
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		<title>Benefits of doctoral writing groups</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/benefits-of-doctoral-writing-groups/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/benefits-of-doctoral-writing-groups/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 18 Oct 2023 23:49:44 +0000</pubDate>
				<category><![CDATA[Academic Identity]]></category>
		<category><![CDATA[Doctoral Education]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic identity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Doctoral education]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Sense of belonging]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<category><![CDATA[Writing groups]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=226</guid>

					<description><![CDATA[Author: Lynette Pretorius. For many years now, I have been working to improve the experiences of PhD students. One practice I&#8217;ve found particularly useful is incorporating collaborative and peer-based learning through doctoral writing groups. My work with writing groups started way back in 2013 and, over more than a decade, I have further refined my<div class="more-link">
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			</div>]]></description>
		
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